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Department of College and Career Readiness

Personal Finance Curriculum

5.0 Credits

Unit Three

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Personal Finance – 5.0 credits

Course Description

Personal Finance is a course designed to inform students how individual choices directly influence occupational

goals and future earnings potential. Real world topics covered will include income, money management, spending

and credit, as well financial services and investing. Students will design personal and household budgets; simulate

use of checking and saving accounts; demonstrate knowledge of finance, debt, and credit management; and

evaluate and understand insurance and taxes. This course will provide a foundational understanding for making

informed personal financial decisions. Students will gain first-hand knowledge about how their personal finances

impact their ability to become entrepreneurs. Topics including franchising, forms of business ownership, and

emerging careers will be infused throughout the curriculum.

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Personal Finance – 5.0 credits

Pacing Guide

Unit Topic Suggested Timing

Unit 1 Earning Power approx. 5 weeks

Unit 2 Spending Money approx. 7 weeks

Unit 3 Investing and Financial Services Approx. 13 weeks

Unit 4 Borrowing Money and Insurance Approx. 10 weeks

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Educational Technology Standards

8.1.12.B.2, 8.1.12.C.1, 8.1.12.E.1, 8.1.12.F.1

Creativity and Innovation

Apply previous content knowledge by creating and piloting a digital learning game or tutorial. Example applied within: Students can create a personal financial goal setting platform.

Communication and Collaboration

Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community. Example applied within: Students can use wikis for out-of-class assignments for more efficient use of time and resources.

Research and Information Literacy Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and

experts synthesizing information from multiple sources. Example applied within: Students can research and utilize vetted online information to develop a personal financial plan.

Critical Thinking, Problem Solving, Decision Making

Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs. Example applied within: Students can develop strategies in real-world simulations targeting personal financial goal-setting.

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Career Ready Practices

Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students. They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study.

CRP1. Act as a responsible and contributing citizen and employee Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good. Example applied within: Once aware of sound financial practices, students will be able to contribute to the greater good. CRP3. Attend to personal health and financial well-being. Career-ready individuals understand the relationship between personal health, workplace performance and personal well-being; they act on that understanding to regularly practice healthy diet, exercise and mental health activities. Career-ready individuals also take regular action to contribute to their personal financial well-being, understanding that personal financial security provides the peace of mind required to contribute more fully to their own career success. Example applied within: The nature of the course addresses students’ personal financial well-being, and provides tools to take control of best practices. CRP5. Consider the environmental, social and economic impacts of decisions. Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that positively impact and/or mitigate negative impact on other people, organization, and the environment. They are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting the nature of their work as it relates to the impact on the social condition, the environment and the profitability of the organization. Example applied within: Once aware of sound financial practices, students will connect personal financial literacy to larger, societal economic forces.

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WIDA Proficiency Levels: At the given level of English language proficiency, English language learners will process, understand, produce or use:

6- Reaching

Specialized or technical language reflective of the content areas at grade level

A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse as required by the specified

grade level

Oral or written communication in English comparable to proficient English peers

5- Bridging

Specialized or technical language of the content areas

A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse, including stories, essays or

reports

Oral or written language approaching comparability to that of proficient English peers when presented with grade level material.

4- Expanding

Specific and some technical language of the content areas

A variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related sentences or paragraphs

Oral or written language with minimal phonological, syntactic or semantic errors that may impede the communication, but retain

much of its meaning, when presented with oral or written connected discourse, with sensory, graphic or interactive support

3- Developing

General and some specific language of the content areas

Expanded sentences in oral interaction or written paragraphs

Oral or written language with phonological, syntactic or semantic errors that may impede the communication, but retain much of

its meaning, when presented with oral or written, narrative or expository descriptions with sensory, graphic or interactive support

2- Beginning

General language related to the content area

Phrases or short sentences

Oral or written language with phonological, syntactic, or semantic errors that often impede of the communication when

presented with one to multiple-step commands, directions, or a series of statements with sensory, graphic or interactive support

1- Entering

Pictorial or graphic representation of the language of the content areas

Words, phrases or chunks of language when presented with one-step commands directions, WH-, choice or yes/no questions, or

statements with sensory, graphic or interactive support

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Culturally Relevant Pedagogy Examples

Relationships: Learn about your students’ individual cultures. Adapt your teaching to the way your students learn Develop a connection with challenging students Communicate and work with parents/guardians on a regular basis (email distribution, newsletter, phone calls, notes, meetings, etc.)

Curriculum: Incorporate student- centered stories, vocabulary and examples. Incorporate relatable aspects of students’ lives Create lessons that connect the content to your students’ culture and daily lives. Incorporate instructional materials that relate to a variety of cultures

Instructional Delivery: Establish an interactive dialogue to engage all students Continuously interact with students and provide frequent feedback Use frequent questioning as a means to keep students involved Intentionally address visual, tactile, and auditory learners Present relatable real world problems

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Differentiated Instruction

Strategies to Accommodate Students Based on Individual Needs

Time/General

Extra time for assigned tasks

Adjust length of assignment

Timeline with due dates for reports and projects

Communication system between home and school

Provide lecture notes/outline

Processing

Extra Response time

Have students verbalize steps

Repeat, clarify or reword directions

Mini-breaks between tasks

Provide a warning for transitions

Reading partners

Comprehension

Precise step-by-step directions

Short manageable tasks

Brief and concrete directions

Provide immediate feedback

Small group instruction

Emphasize multi-sensory learning

Recall

Teacher-made checklist

Use visual graphic organizers

Reference resources to promote independence

Visual and verbal reminders

Graphic organizers

Assistive Technology

Computer/whiteboard

Tape recorder

Spell-checker

Audio-taped books

Tests/Quizzes/Grading

Extended time

Study guides

Shortened tests

Read directions aloud

Behavior/Attention

Consistent daily structured routine

Simple and clear classroom rules

Frequent feedback

Organization

Individual daily planner

Display a written agenda

Note-taking assistance

Color code materials

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Enrichment

Strategies Used to Accommodate Based on Students Individual Needs:

Adaption of Material and Requirements

Evaluate Vocabulary

Elevated Text Complexity

Additional Projects

Independent Student Options

Projects completed individual or with Partners

Self Selection of Research

Tiered/Multilevel Activities

Learning Centers

Individual Response Board

Independent Book Studies

Open-ended activities

Community/Subject expert mentorships

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Assessments

Suggested Formative/Summative Classroom Assessments

Timelines, Maps, Charts, Graphic Organizers

Teacher-created Unit Assessments, Chapter Assessments, Quizzes

Teacher-created DBQs, Essays, Short Answer

Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share

Projects, Portfolio, Presentations, Prezi, Gallery Walks

Homework

Concept Mapping

Primary and Secondary Source analysis

Photo, Video, Political Cartoon, Radio, Song Analysis

Create an Original Song, Film, or Poem

Glogster to make Electronic Posters

Tumblr to create a Blog

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Interdisciplinary Connections

English Language Arts Journal writing (NJSLSA.W2)

Close reading of industry-related content (NJSLSA.R1)

Create a brochure for a specific industry (NJSLSA.W2)

Keep a running word wall of industry vocabulary (NJSLSA.R1)

Social Studies Research the history of a given industry/profession (6.1.12)

Research prominent historical individuals in a given industry/profession (6.1.12)

Use historical references to solve problems (6.3.12)

World Language Translate industry-content (7.1.ILA)

Create a translated index of industry vocabulary (7.1.ILA)

Generate a translated list of words and phrases related to workplace safety (7.1.ILA)

Math Research industry salaries for a geographic area and

juxtapose against local cost of living (N.Q.A.2)

Track and track various data, such as industry’s impact on the GDP, career opportunities or among of individuals currently occupying careers (N.Q.A.2)

Fine & Performing Arts Create a poster recruiting young people to focus their studies

on a specific career or industry (1.4.12)

Design a flag or logo to represent a given career field (1.4.12)

Science Research the environmental impact of a given career or

industry(HS-ETS1-4)

Research latest developments in industry technology (9.2.12)

Investigate applicable-careers in STEM fields (9.2.12)

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New Jersey Student Learning Standards

9.1 – Personal Financial Literacy

9.1.12.B.2 Compare strategies for saving and investing and the factors that influence how much should be saved or invested to meet

financial goals.

9.1.12.B.8 Describe and calculate interest and fees that are applied to various forms of spending, debt, and saving.

9.1.12.B.10 Develop a plan that uses the services of various financial institutions to meet personal and family financial goals.

9.1.8.C.2 Compare and contrast the financial products and services offered by different types of financial institutions.

9.1.12.C.2 Compare and compute interest and compound interest and develop an amortization table using business tools.

9.1.12.C.3 Compute and assess the accumulating effect of interest paid over time when using a variety of sources of credit.

9.1.12.D.1 Calculate short- and long-term returns on various investments (e.g., stocks, bonds, mutual funds, IRAs, deferred pension

plans, and so on).

9.1.12.D.3 Summarize how investing builds wealth and assists in meeting long- and short-term financial goals.

9.1.12.D.10 Differentiate among various investment products and savings vehicles and how to use them most effectively.

9.2 – Career Awareness, Exploration, and Preparation

9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.

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Common Career Technical Core (CCTC)

BUSINESS MANAGEMENT AND ADMINISTRATION CAREER CLUSTER

BUSINESS MANAGEMENT AND ADMINISTRATION (BM)

BM.1 Utilize mathematical concepts, skills and problem solving to obtain necessary information for decision‐making in business.

BUSINESS INFORMATION MANAGEMENT (BM‐BIM)

BM‐BIM.3 Access, evaluate and disseminate information for business decision making.

BM‐BIM.5 Plan, organize and manage an organization/department to achieve business goals.

GENERAL MANAGEMENT (BM‐MGT)

BM‐MGT.8 Create strategic plans used to manage business growth, profit and goals.

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New Jersey Student Learning Standards

Mathematics

9-12.F.1F.4 For a function that models a relationship between two quantities, interpret key features of the graphs and tables in terms of

the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts,

intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end

behavior; and periodicity.

9-12.F.IF.5 Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example,

if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an

appropriate domain for the function.

9-12.F.LE.1b Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.

9-12.F.LE.1c Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.

9-12.N.Q.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units

consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

9-12.F.IF.7 Graph functions expressed symbolically and show key feature of the graph, by hand in simple cases and using technology

for more complicated cases.

9-12.A.CED.3 Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret

solutions as viable or non-viable options in a modeling context. For example, represent inequalities describing nutritional and cost

constraints on combinations of different foods.

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Course: Personal Finance

Unit: III

Grade Level: 9-12

Unit Overview: This unit offers students and in-depth look into personal money management and investing. Students will explore the various types of investing, risk and planning for the future.

New Jersey Student Learning Standards (NJSLS): 9.1.12.B.2, 9.1.12.B.8, 9.1.12.B.10, 9.1.8.C.2, 9.1.12.C.2, 9.1.12.C.3, 9.1.12.D.1, 9.1.12.D.3, 9.1.12.D.10, 9.2.12.C.4 9-12.F.1F.4, 9-12.F.IF.5, 9-12.F.LE.1b, 9-12.F.LE.1c, 9-12.N.Q.1, .9-12.F.IF.7, 9-12.A.CED.3

Common Career Technical Core (CCTC): 9.3.12.BM.1, 9.3.12.BM‐BIM.3, 9.3.12.BM‐BIM.5, 9.3.12.BM‐MGT.8

Student Learning Objectives (SLOs)

Essential Questions Skills & Indicators Sample Activities Resources

Identify and explain the various saving and investing vehicles NJSLS: 9.1.12.B.2, 9.1.12.B.8, 9.1.8.C.2, 9-12.F.1F.4, 9-12.F.IF.5, 9-12.F.LE.1b, 9-12.F.LE.1c, 9-12.A.CED.3 CCTC: 9.3.12.BM.1

What is the difference between saving and investing? What are various savings and investment vehicles and their varying levels of risk? Why is saving an important aspect of personal finance? What is the purpose for

Understand the concept of paying yourself first

Identify and explain the various saving and investing vehicles

Compare and contrast various saving and investing vehicles

Website or Poster: Create a savings plan with individual goals Investing 101 Stock Chart Choose 10 stocks you are interested in and examine their origins, business practices, and cost. Create a chart and report out to the class.

Investing 101 http://www.investopedia.com/university/beginner/beginner5.asp Money Matters What are Investment Vehicles http://moneymatters101.com/money/investmentvehicles.asp W!se Financial Literacy Certification Exam

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Student Learning Objectives (SLOs)

Essential Questions Skills & Indicators Sample Activities Resources

credit cards and how can I use them responsibly?

http://www.wise-ny.org/programs.htm#1

Distinguish between short and long term investments NJSLS: 9.1.12.B.2, 9.1.12.B.10, 9.1.12.C.3, 9.1.12.D.1, 9-12.F.LE.1c CCTC: 9.3.12.BM‐BIM.5

What is an investment? Why is it important to have a savings plan to ensure financial success? How can saving and investing help me earn additional income?

Evaluate the differences between savings accounts, stocks, and bonds

Explain how investing in real estate and business ventures help you increase your income

Select a stock, research the company, monitor the stock over a period of 10 school days, and report out financial gain or loss

Venn Diagram: Compare and contrast short vs. long-term investments.

Practical Money Skills https://www.practicalmoneyskills.com/foreducators/lesson_plans/lev_3/L3TeachersGuide12.pdf Short vs. Long Term Investing http://buyshares.org/short-term-vs-long-term/ W!se Financial Literacy Certification Exam http://www.wise-ny.org/programs.htm#1

Calculate simple and compound interest

How does interest affect interest?

Investigation of different

Calculating Interest Lesson Plan http://www.scholastic.co

Calculating Simple Interest http://www.econedlink.

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Student Learning Objectives (SLOs)

Essential Questions Skills & Indicators Sample Activities Resources

NJSLS: 9.1.12.C.2, 9-12.N.Q.1 CCTC: 9.3.12.BM‐MGT.8

What is the difference between simple and compound interest? What is the financial significance of interest? How does a consumer choose between investment options? What are some ways that you might rate the security, accuracy, and Relevancy of financial information? How does compound interest manifest in investment and debt situations?

investment strategies helps to identify which strategies are appropriate for different life stages such as early adulthood through to retirement.

A personal career plan includes educational requirements, costs, and analysis of the potential job demand to achieve financial well-being.

m/browse/lessonplan.jsp?id=1563 Journal: Ask students if there are ways for kids to make money other than work, allowance, or gifts. Explain that banks and other financial institutions pay interest on certain accounts as an incentive to get people to deposit their money with them. They then use this money to make loans to companies and individuals. Banks make money from the interest they charge on the loans. Do you think this is fair? Why or why not?

org/teacher-lesson/1008/Calculating-Simple-Interest Simple and Compound Interest: http://teachersites.schoolworld.com/webpages/tahrens/files/Simple%20and%20Compound%20Interest.pdf W!se Financial Literacy Certification Exam http://www.wise-ny.org/programs.htm#1

Explain the importance of diversification NJSLS: 9.1.12.B.10, 9.1.12.D.10, 9-12.F.IF.7

How does one develop a financial portfolio? How does diversification reduce risk?

The creation of a plan to diversify a portfolio of investments balances risks

Diversification and Risk Lesson Plan

https://www.stlouisfed.org/~/media/Education/Lessons/pdf/Diversification-

Wells Fargo How to Diversify your Portfolio

https://www.wellsfargo.com/financial-education/investing/wh

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Student Learning Objectives (SLOs)

Essential Questions Skills & Indicators Sample Activities Resources

CCTC: 9.3.12.BM‐BIM.3

How might changes in the economic cycle affect future earnings on an Individual’s investments?

and returns and prepares for a solid financial future.

and-Risk.pdf Journal and Classroom Discussion: Relate the phrase Don’t put all your eggs in one basket to personal finance. Why is this good advice?

y-diversify-your-portfolio/ W!se Financial Literacy Certification Exam http://www.wise-ny.org/programs.htm#1

Explore the risks and rewards of investment NJSLS: 9.1.12.C.3, 9.2.12.C.4, 9-12.A.CED.3 CCTC: 9.3.12.BM‐BIM.3

Why is investment in the stock market considered risky? What are stable investments? Does the reward outweigh the risk?

The knowledge of how to evaluate, develop, revise, and implement risk-management strategies allow individuals to be prepared for the future. For example, a plan for insurance may change over the course of life depending on changing circumstances.

Individuals seek advice and counsel from

Stock Market Game: As a class student will be introduced to the stock market game and will get a hypothetical 100,000 dollars to invest.

TD Bank The Stock Market

http://www.tdbank.com/wowzone/lessons/Gr9-12Lesson6.pdf Financial Risk http://www.cengage.com/resource_uploads/downloads/1133562108_353491.pdf Investment Education Database http://civics.sites.unc.edu/files/2012/05/PFL3SavingsandInvesting10.pdf

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Student Learning Objectives (SLOs)

Essential Questions Skills & Indicators Sample Activities Resources

insurance companies, financial Planners, and other businesses on risk management.

W!se Financial Literacy Certification Exam http://www.wise-ny.org/programs.htm#1

Evaluate the importance of estate and retirement planning as essential for financial success and stability NJSLS: 9.1.12.D.1, 9.1.12.D.3, 9-12.F.1F.4, 9-12.F.IF.5, 9-12.F.LE.1b, 9-12.F.LE.1c, 9-12.F.IF.7 CCTC: 9.3.12.BM‐BIM.5, 9.3.12.BM‐MGT.8

What can we do now to ensure financial stability later on in life? Why is it important to plan for the future? What is financial stability and does it have a universal definition?

Relate how the act of budgeting can reduce risk of experiencing financial loss

Plan for your financial future

Examine the concept of “Easy Money”

Retirement Plan Imagine you are going to retire to a tropical place such as Portugal, Bali, Bermuda, or the Canary Islands. How would you have to begin planning to make this dream come true? Retirement Lesson Plans

http://www.practicalmoneyskills.com/foreducators/lesson_plans/

Retirement Planning The Federal Reserve Bank of Atlanta https://www.frbatlanta.org/-/.../high-school/personal-f...

CNN Money A 3-step retirement savings plan for 20-somethings http://money.cnn.com/2015/11/18/retirement/retirement-planning-20-something/ W!se Financial Literacy Certification Exam http://www.wise-ny.org/programs.htm#1

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Certification Exam Working In Support of Education (“W!SE”) Financial Literacy Certification: https://www.wise-ny.org/programs-services/financial-literacy/financial-literacy-certification/

Unit 3 Vocabulary Roth IRA Risk Management Capital Capital Loss Compounding Growth Investment Fund Manager Pension Plan Principal Speculation

Diversification Investment Portfolio Asset Allocation Bear Market Blue Chip Stock Bond Bull Market Capital Gains Stock Market

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Suggested Unit Projects Choose At Least One

The Stock Market Game http://www.stockmarketgame.org/

Create a website geared towards teens that teaches them the basics of investing. https://biz.yahoo.com/edu/ed_begin.html

Suggested Structured Learning Experiences Jefferies Financial Institution 520 Madison Ave, New York, NY 10022 Phone:(212) 284-2300

The Bank of New York Mellon Financial services company BNY Mellon Wealth Management

Long Island/Queens Wealth Management Office 1001 Franklin Avenue Garden City, NY 11530, United States +1 516 302 4259